Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

Autor/inn/en	Shishavan, Homa Babai; Sadeghi, Karim
Titel	Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English
Quelle	In: English Language Teaching, 2 (2009) 4, S.130-143 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teacher Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Characteristics; Indo European Languages; Native Language; Teaching Methods; Qualitative Research; Language of Instruction; Knowledge Base for Teaching; Foreign Countries; Teacher Attitudes; Personality Traits; Likert Scales; Statistical Analysis; Questionnaires; Iran + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Indoeuropäisch; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Teaching language; Unterrichtssprache; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Likert-Skala; Statistische Analyse; Fragebogen
Abstract	This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The results indicated significant differences between teachers' and learners' views on some characteristics of EELTs. Teachers seemed to agree more strongly than students that an EELT should assign homework and integrate group activities into the classroom. Other areas of significant difference in opinions included preparing the lesson well, using lesson plans and assessing what students have learned reasonably. Students, on the contrary, agreed more than teachers that teaching English in Persian (first language of the learners) was one of the prominent characteristics of an EELT. The qualitative analysis indicated that teachers perceived the features like mastery of the target language, good knowledge of pedagogy and the use of particular techniques and methods as well as a good personality to make an EELT, whereas, learners gave more weight to characteristics relating to a teacher's personality and the way he behaves toward his students. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01